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Geography in Schools: Changing Practice Geography in schools: changing practice The report evaluates the strengths and weaknesses of geography in primary and secondary schools. At a time when geographical issues constantly make the headlines, there is some evidence of decline in provision in schools. This report shows the characteristics of good geography and fieldwork, and suggests what needs to be done to make the subject more relevant and enjoyable in all schools. Age group: 3–19 Published: January 2008 Reference no: 070044 This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 www.ofsted.gov.uk Reference no. 070044 © Crown Copyright 2008 Contents Executive summary 4 Key findings 5 Recommendations 6 Part A. The state of geography in schools 6 Introduction 6 Geography in primary schools: the forgotten subject? 7 Achievement and standards 7 Teaching geography 11 The geography curriculum 13 Leadership and management 18 Secondary geography: the need for change? 19 Achievement and standards 19 Teaching geography 20 The geography curriculum 23 Leadership and management 25 Part B. Issues in geography 26 Making geography relevant: lessons from the GCSE pilot 26 The value and importance of fieldwork 31 The global dimension: helping to put back the relevance into geography 42 Notes 47 Further information 48 Publications 48 Websites 49 Geography in schools: changing practice 3 Executive summary This report draws on evidence from Ofsted’s school inspections from 2004 to 2005 and on specific surveys of geography conducted by Her Majesty’s Inspectors (HMI) and Additional Inspectors between 2004 and 2007 in primary and secondary schools. Survey work in schools focused, in particular, on the impact of fieldwork on provision in geography, the monitoring of the pilot GCSE and teaching about the global dimension.1 Recent annual subject reports by Ofsted have highlighted weaknesses in geography in primary and secondary schools and have provided some evidence of decline in the overall quality of provision. 2 In primary schools, this is associated with teachers’ weak knowledge of geography, their lack of confidence to teach it and insufficient training to support them. In secondary schools, the number of pupils opting to study the subject beyond Key Stage 3 continues to fall. In part, this reflects the increased range of subjects available, both academic and vocational, but it also reflects pupils’ dissatisfaction with a geography curriculum which they perceive as irrelevant. In many secondary schools, a narrow range of textbooks and a focus on factual recall rather than on exploring ideas fail to capture pupils’ interest. The Qualifications and Curriculum Authority (QCA) and subject associations recognise that geography is at a key point in its development. The White Paper 14–19 education and skills singled out the subject at Key Stage 3 as in need of a radical change of direction. It recognised the need to reform the curriculum and to ‘develop better guidance and training for geography teachers’.3 The need to revitalise geography is reflected in the recent review of the curriculum and in the launch by the Department for Education and Skills (DfES) of the Action Plan for Geography, which grew from consultations and discussions with teachers, schools and the wider geography community. As well as identifying the reasons for the current position of geography in primary and secondary schools, the report describes good practice which, if adopted more widely, could help to reverse the trend. It includes the work of some of the schools involved with the subject associations and the Action Plan for Geography; their descriptions and evaluations, focusing on the value and importance of fieldwork, provide a series of cameos entitled ‘Our geography’. 1 The pilot GCSE has been developed as an outcome of a QCA geography and history development project. This hybrid geography GCSE was intended to ensure geography’s relevance and dynamism in the curriculum. It has an emphasis on relevant geography for 21st century citizens and is managed by the Oxford, Cambridge and RCA examinations board. For further information visit www.qca.org.uk/geography/innovating/14-19/. 2 See the 2003/04 subject reports on the Annual Report 2003/04 microsite: www.ofsted.gov.uk/publications/annualreport0304/. 3 14–19 education and skills, White Paper (Cm 6476), HMSO, 2005; available from www.dcsf.gov.uk/publications/14-19educationandskills/. Geography in schools: changing practice 4 Part B of the report examines the new pilot GCSE course; the potential of fieldwork to engage and motivate pupils to study geography further; and the extent to which the global dimension of geography receives the attention it deserves. Key findings In primary schools in 2004/5, pupils’ achievement and the quality of provision were weaker than in most other subjects.4 Geography survey inspections conducted between 2005 and 2007 continue to show that many primary teachers are still not confident in teaching geography and have little or no opportunity to improve their knowledge of how to teach it. The quality of much teaching and learning in Key Stage 3 continues to be mediocre, often because secondary schools focus resources and expertise on examination classes, assigning non-specialists to teach at Key Stage 3. The Secondary National Strategy has had only a limited impact on improving geography teaching. The leadership and management of geography were weaker than for all other subjects in primary and secondary schools in 2004/05 and weaknesses continue to be apparent. However, in those primary schools where geography is well managed, the subject thrives and contributes positively to the Every Child Matters outcomes. The quality of assessment in primary and secondary schools is generally weak. Assessment focuses insufficiently on giving constructive feedback to pupils about their geographical knowledge, skills and understanding. Although pupils achieve high standards in GCSE and A-level geography, there is a significant decline in the number of pupils studying at these levels. The gender gap, which was previously narrow compared with that in most other subjects, is now becoming visible. Girls outperform boys at Key Stages 3 and 4, although more boys than girls choose to study geography. Evidence from schools involved in the new pilot GCSE suggests that pupils value the relevance of their work and the links between citizenship and geography. The majority of the primary and secondary schools in the survey did not recognise the value of fieldwork sufficiently and did not fulfil the requirement to provide it. Concerns about health and safety, curriculum time, expertise and budgets reduced the amount and effectiveness of fieldwork. Yet it motivates pupils and enhances their interest in geography, as reflected in the better take-up of geography at Key Stage 4 in schools with a good programme of fieldwork. The global dimension remains underdeveloped in the majority of schools surveyed. Frequently, insufficient connections are made between the wider 4 This is based on data from whole-school inspections in 2004/05, the last year for which such comparisons can be made. Geography in schools: changing practice 5 curriculum and the geography curriculum to reinforce pupils’ understanding of issues such as global citizenship, diversity, human rights and sustainable development. Recommendations The Department for Children, Schools and Families (DCSF) and the QCA should: continue to provide financial support for the Action Plan for Geography to ensure support for developing the subject. Local authorities should: encourage the development of networks of schools in order to share and develop good practice in geography. Schools should: evaluate provision for geography against the findings of this report in order to identify and tackle aspects requiring improvement recognise the value of fieldwork for improving standards and achievement in geography and how it can support many of the aspirations in the Learning outside the classroom manifesto.5 Part A. The state of geography in schools Introduction Listen to a news broadcast or open a newspaper and you cannot fail to be struck by the relevance of geography. This practical discipline enables us to understand change, conflict and key issues which impact on our lives today and which will affect our futures tomorrow. The floods in Cornwall and the destructive power of hurricanes in the Caribbean have highlighted changing climatic patterns and global warming. The devastation by the tsunami in the Indian Ocean and the world’s reaction has further demonstrated the power of geography. Equally, war and conflict in the Middle East, water shortages, famine, migrations of peoples, disputes over oil, the complexities of world trade, interdependence, globalisation and debt are all major issues with which our world is grappling. All this is the geography of today and, in order to understand the intricacy of it, it is important that pupils learn about the world they live in and on which they depend. It is important that the citizens of tomorrow understand the 5 Learning outside the classroom manifesto (DfES-04232-2006), DfES, 2006. This ‘sets out a vision to enable every young person to experience the world beyond the classroom as an essential part of their learning and personal development’. For further
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